Another critically important article from Henry Giroux. - Molly
|Protesters display signs at the National Day of Public Education demonstration against rising tuition costs at the University of Minnesota, in Minneapolis, Minnesota, March 24, 2014. (Photo: Fibonacci Blue)|
At the core of thinking dangerously is the recognition that education is central to politics and that a democracy cannot survive without informed citizens.
What happens to democracy when the president of the United States labels critical media outlets as "enemies of the people" and disparages the search for truth with the blanket term "fake news"? What happens to democracy when individuals and groups are demonized on the basis of their religion? What happens to a society when critical thinking becomes an object of contempt? What happens to a social order ruled by an economics of contempt that blames the poor for their condition and subjects them to a culture of shaming? What happens to a polity when it retreats into private silos and becomes indifferent to the use of language deployed in the service of a panicked rage -- language that stokes anger but ignores issues that matter? What happens to a social order when it treats millions of undocumented immigrants as disposable, potential terrorists and "criminals"? What happens to a country when the presiding principles of its society are violence and ignorance?
What happens is that democracy withers and dies, both as an ideal and as a reality.
To read more articles by Henry A. Giroux and other authors in the Public Intellectual Project, click here.
In the present moment, it becomes particularly important for educators and concerned citizens all over the world to protect and enlarge the critical formative educational cultures and public spheres that make democracy possible. Alternative newspapers, progressive media, screen culture, online media and other educational sites and spaces in which public pedagogies are produced constitute the political and educational elements of a vibrant, critical formative culture within a wide range of public spheres. Critical formative cultures are crucial in producing the knowledge, values, social relations and visions that help nurture and sustain the possibility to think critically, engage in political dissent, organize collectively and inhabit public spaces in which alternative and critical theories can be developed.
Authoritarian societies do more than censor; they punish those who engage in what might be called dangerous thinking. At the core of thinking dangerously is the recognition that education is central to politics and that a democracy cannot survive without informed citizens. Critical and dangerous thinking is the precondition for nurturing the ethical imagination that enables engaged citizens to learn how to govern rather than be governed. Thinking with courage is fundamental to a notion of civic literacy that views knowledge as central to the pursuit of economic and political justice. Such thinking incorporates a set of values that enables a polity to deal critically with the use and effects of power, particularly through a developed sense of compassion for others and the planet. Thinking dangerously is the basis for a formative and educational culture of questioning that takes seriously how imagination is key to the practice of freedom. Thinking dangerously is not only the cornerstone of critical agency and engaged citizenship, it's also the foundation for a working democracy.
Please go here to continue this article: http://www.truth-out.org/opinion/item/41058-thinking-dangerously-the-role-of-higher-education-in-authoritarian-times